Alfabetizar letrando jovens e adultos da escola pública: necessidades de formação docente materializadas em conteúdo de formação
The analysis of training needs is not an end in itself, nor does it end in its identification, but it extends in the decision about the formative stages, of which it is a support, and can therefore be defined as a generative practice of training objectives, that is, at training project basis Accordi...
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| Format: | doctoralThesis |
| Język: | pt_BR |
| Wydane: |
Universidade Federal do Rio Grande do Norte
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| Hasła przedmiotowe: | |
| Dostęp online: | https://repositorio.ufrn.br/handle/123456789/44652 |
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| Streszczenie: | The analysis of training needs is not an end in itself, nor does it end in its identification, but it extends in
the decision about the formative stages, of which it is a support, and can therefore be defined as a
generative practice of training objectives, that is, at training project basis According to the authors of
reference, the training needs emerge in and from work situations, being conditioned by four relevant
aspects: the subject representations on these situations; the social relations that are established within
a given organization / institution; the financial resources available; promotion possibilities underpinning
formation. In this research we assume, in agreement with Rodrigues (2006), that teacher training will be
all the more productive the more articulated with the teacher in the context of his work, considering his
conceptions, values and expectations in relation to his daily practice. In this perspective, our conception
is that the teacher should be a co-author of their training and performance and that this training is directly
related to the conditions of the teaching exercise, in the area from which the training needs emerge. In
this direction, we conduct the research with the expectation of contributing with elements potentially
capable to enable a continuous formation in the service of the improvement of the pedagogical practice
to alphabetize young and adults in public school, into the literacy perspective. In this way and in
coherence with the conception of training needs assumed, we conceive the analysis of training needs
as the set of operations that goes from the collection of the necessities until its analytical weighting,
which, according to Rodrigues, (2006, p 104 ) requires the identification of a set of representations of
the subjects about what they lack for the professional exercise and could be obtained through training;
therefore not only its representations interested us, this set of private and personal thoughts about
changes in daily life or a given daily life problem resolution , we try to go beyond, to seek such needs
also in what has not (yet) been said or practiced, through teacher observations in
classrooms collaborating in the research. With this research position we intend to account for the dual
nature of needs, since they are also constituted of subjective elements, not only objective elements. In
our understanding, there is the study relevance: bringing to light those needs, as a contribution to the
discussions about teacher training based on their teaching needs. In accordance with the planned and
planned problems, we have chosen the following objectives: 1. To clarify the perceptions of the EJA
teachers regarding their training needs in the context of the pedagogical practices development aimed
at literacy of young people and adults. public school; 2. Infer training needs of EJA literacy teachers,
based on the use of data collection procedures; 3. Materialize - the training needs learned - in
Programmatic Content of the training of EJA literacy teachers. These objectives cover the two main
facets of the object of study, since the first is to capture the representations of teachers, what they have
in mind about their needs, based on what they were able to verbalize during times of face-to-face
interaction with the researcher; the second objective guides the research to the inferences of needs not
yet identified by the teachers, but that can be captured by third parties, in observation sessions of their
practices. In order to operationalize the objectives, we formulated two research questions: 1. What
perceptions do teachers have about their training needs, in the development of the pedagogical practice
of literacy teaching young and adults public school students? 2. What are the formative needs of EJA
teachers to be inferred from the 'said' and 'unsaid' about teachers from their literacy practices in EJA?
from the perspective of literacy? 3. How can the Formative Needs be developed in Programmatic
Content, oriented to the Formation of the EJA literacy teacher? The research is identified with the
Qualitative Approach of Educational Research, according to Bogdan and Biklen (1994), and Lüdke and
André (1986), in the form of a Case Study, since it refers to a particular reality that, even inserted in a
more (LUDKE, ANDRÉ, 1986, p. 17 The choice of the empirical field and the subjects was carefully
undertaken and articulated. Therefore, the subjects' choice was limited to a school offering continuing
education for EJA teachers, at least in the last five years, so that these subjects, experiencing in-service
training practices in the area of literacy, had a repertoire of significant experiences in the constitution of
their knowledge. For the construction of the data, the semi-directive interview was applied to two EJA
teachers, one of Level I and the other of Level II; observations were made in the classrooms of these
teachers; the documentary analysis was done on the main normative documents of the EJA in Brazil, in
force at the time of the research. The data generated were submitted to content analysis in the manner
of Bardin (1977, 2011) and were categorized according to Amado (2014) guidelines. At the end of the
study, we bring to the public eight categories of needs, converted and / or materialized into programmatic
contents of teacher training. These identified e-or inferred, which constitute the main contribution of this
research, which, given its potential to intervene, in a positive way, if converted into programmatic
contents for the formations, can intervene precisely in the demands of the teachers of the EJA and their
students. We speculate on the possible causes of the limitations, besides the current training model, associated with operational limitations, at the level of macro and management levels and also at the
level of didactic micro-management of the classroom. |
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